Page 58 - GS_Journal_2014

Urdaneta City University

In the light of the findings the following conclusions were drawn: 1) Workbook in
Mathematics III are not available in Tomana Elementary School SPED Center and other SPED
Center of Pangasinan Division II 2) Workbook in Mathematics III for the Children with Hearing
Impairment was proposed 3) The proposed workbook in Mathematics III for the Children with
Hearing Impairment meets the criteria in terms of suitability, adequacy and relevance.
Based on the findings and conclusions the following recommendations were formulated:
1) the proposed workbook in Mathematics III for the Children with Hearing Impairment is
recommended for use in SPED Center of Pangasinan Division II. 2) SPED teachers are encouraged
to develop instructional materials in other learning area to enrich the teaching-learning process,
3) More development-type researchers should be made to augment the existing instructional
materials in SPED Center in Pangasinan Division II.

PERCEPTIONS OF PARENTS ON INCLUSIVE EDUCATION
HANILLE Y. REYES

This study was aimed at investigating perceptions of parents on the inclusion of
children with disabilities in one of the private school in Dagupan City, with a gender dimension.
This aim was achieved by reviewing relevant literature with the purpose of finding out what
other authorities regards as the views of parent/ guardians (female and males, respectively) of
learners both with and without disabilities.
Researcher was also conducted in order to elicit parents’/guardians’ views concerning
inclusive education. For additional information, the views of school managers, teachers, teaching
in inclusive classes, learners with disabilities as well as learners without disabilities learning in
inclusive classes were also elicited.
In consideration of the Millennium Development Goal number 4-Basic Education For
All by 2015, they were to indicate by gender whether there was any collaboration between the
professional in the school system and the community (parents/guardians) prior to the initiation
of inclusive schooling in the area.
The study revealed that there was lack of collaboration between the school and the
parent/guardians with more females than males registering ignorance of the programme and and
a lot of females also indicating that they did not participate in the activities of the school where
their children were learning in an inclusive set up. There was a gender gap between females
and males on their involvement with the school. Furthermore an equal number of females and
males indicated that did not favour the idea of inclusive education citing the incompetence of
some teachers in handling both learners with and without disabilities in the same classroom.
On the basis of these findings, recommendations were made so that due attention
could be given to issues of concern by the relevant authorities. It is hoped that this study will
be a valuable contribution to the improvement of collaboration between professional in the
education system, parent/guardians and other stakeholders, taking any gender issues that may

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